Music and Movement Activities in Early Years

Circle DanceSpontaneousWhat’s so important about music and movement activities in early years?

We know that movement is a natural part of being human but what about dance? What about music and movement activities? Are we all supposed to be dancers -moving around to music?  Is that a concern of early childhood educators when there’re so many things they have to program? I say a resounding yes!  In the traditional past we humans danced the world we experienced: – the lizard, the crow, the salmon, the snow.  In the here and now, we still do: we dance the lizard and the brolga, the crocodile and the land-rover; we still dance the courtship, the crop-blessing, the rush of spring energy, the farewell and the return; in modern dance, music clip and television advertisements, we move to the pleasure of geometric shape, the joy of getting a new mobile phone, the win at the races and a trillion other ideas and feelings.  And many of us dance around our homes when music carries us away!

Music and movement activities develop the mind

Is it possible to dance without moving?  We might actually take a philosophical stance and acknowledge the “inner dancer”. (I’m dancing on the inside!)  Of course we consider this funny because of cultural constraints that often work against dancing, basically that we should only dance publicly if we are very good at it, (and the same goes for singing).  Let’s be aware that a child with severe disability restricting her movement may gain a lot from being around “dancing people” – in the company of dancers – dancers who are connecting with that child’s “inner dancer” at a subtle level of communication.  What I’m getting at is that there is a part of dancing (and indeed moving) that is intentional – arising from intentions in the mind. We do actually dance on the inside.

We can learn to be precise and expressive in our everyday movement through music and movement activities. 

It is possible, and more likely in fact, to move without dancing.  Most of our waking time is concerned with movement, in fact we are rarely still.  And most of that movement is not dance, until it gets into the choreographic brain of a brilliant dancer such as Meryl Tankard who makes wonderful dances out of everyday movements.  She turned some of those ideas into the reality of the Sydney Olympic Games Opening – Deep Sea Dreaming.  But a footy game is all movement and hardly anyone considers it dance, and soldiers crawling through trenches are moving and that’s not dance and so we can go on and on.  Hardly any of our movements are dance –especially in our working lives.  However, we do need to be skilful movers in all of these non-dance movements and that’s part of the value of dance.  We can learn to be precise and also expressive through dance.  I think that’s a gain for society. Of course we also need to just dance for the sheer pleasure of it too!

You want to gain a deeper understanding of the important role you play in your children’s music and movement activities. How can you apply the very best educational practices so that the young children in your care may learn how to effectively and expressively move and dance to music?

Your attitude to music and movement activities in your life

To start, you need to undertake a careful consideration of your own attitudes, dispositions, self-concepts, about these very personal things – how you move and how you dance.  Hopefully you are willing to tell yourself how good you are at these skills and discard attitudes that stand in the way of you being an inspired and brilliant educator!  If you love to dance when you celebrate, if you feel like recoiling in horror when you hear something bad or jumping for joy when you win then you’ve got everything it takes to organise music and movement activities for your children.

The theory of multiple intelligences

Music, movement and dance are interleaved, each impinging on the other.  What we are talking about here are most of the performing arts.  Movement and dance are often ways of being musical.  Acting, moving and dancing are in fact ways of thinking, in other words – forms of intelligence – that might have nothing to do with words.  Children, especially pre-verbal children, actually “think” kinaesthetically.  They also communicate that way, as we see in a greeting foot-wave or a head-turn from a six-month-old child.  Howard Gardner, the well-known educational psychologist with a respected research and publishing reputation started out saying there are at least seven intelligences and he later made it nine. (Note: Bodily–kinaesthetic intelligence or ‘body smart’ – those with the ability to control their body movements and to handle objects skilfully, such as dancers and surgeons.)

You can read Howard Gardner’s Theory of Multiple Intelligence  for yourself.

With Gardner’s theory in mind we can think about movement as organised by thought or as arising as thought in its own right — spontaneously, and that spontaneity is the very stuf of early childhood.  Young children seem to move and vocalise a lot – and to do those things with a great deal of unpredictability! Is there a place then for teaching drama, movement and dance since children are already so expressive?

I think that the answer is a strong yes.  It is an essential part of “culture”.   Drama, movement and dance are ways of communicating and ways of expressing.  They are learned within a culture and their function is to give identity to that individual and that culture.

Communication and self-expression

I also think that we can and do teach communication and self-expression all the time and in various modalities.  I’ve devoted my working life to drama, music and movement education because I find myself sympathetic to them as they are my dominant intelligences.  The trick is to find the balance and to only “teach” when the learning point is right, when the child is in the zone ready to reach out and learn. So we need the right kind of activity and the right kind of stimulation, and we need to model what we want them to feel and do, but mostly what we want them to feel, because if they feel good they’ll want to do it.

At your next opportunity,  watch some children moving freely.  Then plan to do as many drama, movement and dance activities as you can fit into your working day, just to remind yourself of how much fun it is to let your children and your own inner child act, move and dance.

Find resources that work for you

Stretched for time? Over at Musical Child Early Learning through Music we have many drama, dance music and movement activities already prepared that come with their own music tracks and lyric charts.  Save hours of preparation time and get inspired.  Browse the drama and movement section or the games and dances section or the circle dances at musicalchild.

Music lesson plans for kids in daycare: how to plan for preschool

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Using Internet search to plan a daycare music program

Are you struggling to plan a music program for the three, four and five year-old children in your daycare center?  Is your head spinning from trying to make sense of what you have found in your Internet searches?

Here is a way to structure your search.  Look for the following 9 kinds of activity.  These are the things I do from our own Lesson Plans over at Musical Child, Early Learning through Music.  I know from years of experience that these specific activities work with ages three to five.

1. Hello Song.  Before you sing hello to each child, ask her/him to choose an action for everyone to follow.  That keeps all the children involved until their turn comes around.   This is highly repetitive but strangely it works and seems to settle everyone into the idea that we are going to be singing for a while.

2. Body Percussion.  These action packed games internalise the strong driving beat of the song so that it’s a sensation on the body of the child.  Body percussion songs, chants and raps involve actions such as patting the knees, clapping the hands, pounding the fists and crossing each arm or hand across the body.  This wires the left and right brain together aiding the coordination so necessary for a good day of learning.

3. Finger Play. By choosing the right finger play, you can make a delightful moment in the child’s day.  A child who knows how to perform a finger play can play alone, with another child or show a loving adult at any time of the day.  It’s a gift for the child’s mind, body and social status.

4. Memory.  Memory songs are about those things children just have to learn by heart – the sequence of the numbers both forwards and backwards; the days of the week; or song lyrics in a language other than English.  Memory training is an important aspect of early learning.

5.  Rhythm Instrument Songs.  You will need activities that direct the use of rhythm instruments (sometimes known as “untuned percussion”) so you don’t end up with cacophony. It hurts everybody’s ears and is particularly disruptive to children who suffer from sensory overload disorder.  I suggest a series of songs that engage the imagination.  That way the children have a reason to concentrate on each of their rhythm instruments- e.g if their bells represent sheep in a song.  You should always allow time for play and exploration.  After a short free play time, you can come in with suggestions for playing a particular instrument on your given signal.

6. Melody and Harmony Instrument Songs.  These are songs that can be played or accompanied on melody instruments, sometimes known as “tuned percussion” (e.g chime bars, resonator bells, xylophones).  Once again you need to allow playtime and exploration well before you expect the child to follow the suggestions for playing particular sounds differentiated by a letter name or sometimes colour.  The children will not be at the intellectual level of being able to play the “right note at the right time” in the early stages of engaging with tuned percussion.  However, this simply doesn’t matter.  If you carefully choose simple pentatonic songs, the gentle sounds of children playing whatever notes they choose will sound beautiful and will give much pleasure.   Over time, most children become more and more selective about the sequence of notes they choose to play.  Some, particularly at age five, will even be able to play the melody by reading and following letter name notation charts.

7. Drama and Movement.  These activities make use of props and/or actions to dramatise the lyrics. In this way the children are physically and emotionally engaged allowing them to deepen their understanding of the lyrics.  Often, this is the kind of activity that children want to do again, again!

8. Games and Dances.  These sociable movement activities are achievable and often quite wonderful.  Especially when you have enough adults helping the children to hold hands and keep the circle in shape or making sure that partner-dancing is working well.   It is worth persisting with dancing with young children so that you can have the pleasure of witnessing the moment when two or more of them spontaneously dance together during free time.

9. Story Songs.  Story songs allow for focussed time and are rich parcels of language that develop vocabulary and prosody (the rhythm of the vocal patterns in a language).  Stories in song-form fulfil the growing need for narrative structure as children develop awareness of people, time, event and place and the ways these elements interact to make a good story.

So that’s it, nine different activities to cover all the music learning your children need.  Supplement these with some good classical and World music for movement and rest times and you are well underway to having a successful music program.  If you want to save hundreds of hours of preparation, I invite you to follow the complete music curriculum at Musical Child.

I wish you every success and would love to help you achieve great results.  Simply post here or email me on the contact form.

Preschool music curriculum Sing and Play

Sing and Play – Music Program for 3-5 year old children

The following is based on Sing and Play 1: Singing All Day Long Educator’s Book.  To read more from this book download the Excerpt.
 

Description of the “Sing and Play” Program

The Sing and Play program is designed to support the management of sociable group sessions where the children are involved in song, movement, dance, drama, improvisation, listening and playing instruments. Usually, one educator leads the group encouraging children and other adults present to fully participate in the songs, music and their related activities.  A similar structure is revisited each time the group gets together so that children become powerful in predicting which activity will happen next.

The songs are based on traditional melodies, many of them consisting of extremely simple tonal materials that are found in many cultures.  They offer the perfect basis for developing an appreciation of music in its cultural and aesthetic diversity.  The songs teach melodic shape, rhythm and timing, emotional expression and song structure.  They provide familiar, repetitive musical forms that are easy to remember.

Designed for children aged from three to five years, Sing and Play offers four action-packed courses with songs, games, simple musical instruments, dramatic play, mimicry, movement, dance, relaxation and literature as focal points.

The songs, games and music develop

  •  social conventions
  •  coordination, timing and rhythm
  • tactile learning
  • reasoning and mathematics
  • musical concepts (rhythm, melody, tempo, style, expression, timbre and form)
  • practical musical skills (listening, singing, playing instruments, moving to music, improvising)
  • drama, dance and mimicry
  • multicultural music appreciation
  • relaxation and well-being
  • visual learning
  • language and literature through song

Within the Sing and Play program there are over 170 songs.  Most of them are traditional to the English/European cultures with a smattering having been written to suit the developer’s purpose when a traditional song could not be found.  There are five songs in Languages other than English.  There is also a wide selection of well-known nursery rhymes and some stimulating rhymes that are less well-aired.  We include time-honoured nursery rhymes and songs believing that they are toys for the mind; indestructible, enduring cultural icons shared with adults and peers, siblings and cousins.  The expressiveness of the English language is encapsulated in its nursery rhymes.  They are significant too as cultural fragments that bind societies through shared meanings.

The program is presented as four courses:

  1. Singing All Day Long
  2. Singing in My Heart
  3. Singing Just for Fun
  4. Singing to the Sky

SINGINGPOSTERcmykInside the Sing and Play Educator’s Course

Each course contains Educator’s Notes, five sets of MP3s and wall-charts showing the lyrics to all the songs.  A course can be used over a period of ten or more weeks.

 

There are five lesson plans called parts per course.  The intention is that each part is repeated at least once (if you choose to use it for a ten-week period).

The five parts have titles such as ‘Cooks in the Kitchen’ or ‘Over the Sea’ allowing the grouping of songs around a rich driving concept to aid concentration and support language development.  The content has direct appeal to the children, because it is within their range of experiences either directly or vicariously through books and other media.

Each part can be presented as a 45 minute session once a week or divided into smaller chunks and used daily.

The program is flexible but it also has a strong developmental core to it based on the recurring activities.  Ten developmental activities are presented in each part under headings such as ‘Body Percussion’, ‘Rhythm Instruments’ or ‘Games and Dances’.

Each of the five parts shows:

  • the part number and name e.g. Part 1 – Beautiful Farm
  • activity heading: Social Conventions; Body Percussion; Fingers; Memory; Rhythm Instruments; Melody and Harmony Instruments; Drama and Movement; Games and Dances; Music Appreciation Suggestions; Story Songs with Visual Media
  • possible outcomes expressed as musical concepts: rhythm, melody, tempo, style, expression, timbre and form
  • a rationale or Why? section giving the writer’s reason for choosing the piece and extra historical or cultural notes
  • a suggestion for staying alert to opportunities for Language and Speech Development by mining the lyrics for repetition, rhyme, alliteration, onomatopoeia
  • a suggested way to introduce the activities and songs
  • the lyrics
  • a simple score

Within the whole Sing and Play Program there are 20 parts and over 170 songs.  The notes are laid-out in an easy to read format with a lesson overview in the front.  Each course is colour-coded for ease of differentiation.  All of the song accompaniments and vocal tracks are provided as MP3s.

All of the song lyrics are provided as wall charts. Songs that are repeated – Hello Song, Pack Away Song, Goodbye Song and the ‘horse-riding song’ – are provided once.  They appear in the wall charts for the first part but also pertain to the following four parts.

This description is based on Sing and Play 1: Singing All Day Long Educator’s Book.  To read more from this book download the Excerpt.  Find out more about the complete preschool music curriculum for children aged one to five published by Musical Child – Early Learning through Music.  

The Old Grey Cat preschool music activity

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OLD GREY CAT preschool music activity

The old grey cat is sleeping, sleeping, sleeping,

The old grey cat is sleeping, in the house. 

 

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The little mice are nibbling, nibbling, nibbling

The little mice are nibbling, in the house.

 

 

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The old grey cat comes creeping, creeping, creeping,

The old grey cat comes creeping, through the house,

 

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The little mice all scamper, scamper, scamper,

The little mice all scamper, through the house.

 

Here is a link to the music, lyric chart and activity booklet for Old Grey Cat a preschool music activity from Musical Child’s Lesson Plan Are You Sleeping?

This activity is really good for young children because they have to wait for a change in the music before the cat can chase the mice.  If you have a child in your care who finds it hard to wait, cue her/him in to the music and repeat the activity many times so s/he can learn when to “let loose”.  I’m sure it will become a favourite.

Try this activity with a small group of children from age two years up to six or seven.  If you have a large group, simply repeat the preschool music activity several times taking turns to hold the stuffed animal toys.  If you don’t have any toys, make the cat and mice from recycled materials.  It will be doubly fun if the children make their own.

If you like this song and drama activity, please comment below and please share with your friends and colleagues.  For more musical inspiration, like our Facebook Page- musicalchild.earlylearning.

 

Preschool themes – Cars Trains and Helicopters

SP4_Pt18OnTheMoveAlbumCovSound effects matter to kids so let’s give them the best audio we possibly can so that their imaginations can soar free.

Excellent sound reproduction has a short history in terms of human affairs  with the first recording made just a little over a 150 years ago. Great advances have been made since then.   I recently read that Ray Dolby died on September 12, 2013 at his home in San Francisco.  He is the engineer who invented the Dolby system that makes our audio experience so great in cinemas and in our homes.  Ray once said “All my life, I’ve loved everything that goes; I mean bicycles, motorcycles, cars, jeeps, boats, sail or power, airplanes, helicopters.” In that respect he’s very like most of the children we teach in the age range 3-5!

As a tribute to a man who spent his life improving our auditory experience, today I’m taking a pledge to champion excellence in the sound systems used in child care centres, nurseries, preschools, kindergartens and anywhere that people play music and sound tracks to young children.

Here’s a sad little story that will have music teachers all over the world sympathising with me.  Yesterday I left home with my head in the clouds and forgot to pack the speaker dock for my iPhone where I store all my tracks and playlists.  Fortunately I was carrying backup CDs (working on the “be over-prepared” motto in one sense at least!)   When I arrived at my regular weekly gig, presenting the Musical Child program to 1-5 year olds, I had to use the centre’s CD players.

Alas, in each room, the Toddlers’ and the Kindies’, the CD player was faulty.  I couldn’t easily repeat or skip tracks because the controls stuck and both players missed whole chunks of audio so the rhythm of the song was lost far too many times.  But the greatest woe was the sound coming from the thin, tinny speakers.  In our recording studio, we had spent hours on each track making it sound rich, full and the best we could possibly achieve.  At the centre of my lesson, here was our music sounding like it was played through a kitchen sink with the plug out!

Please, please in memory of the great engineers who made audio playback such a pleasure, buy a decent CD player or sound dock for your room!  The children deserve it and you deserve it too.  Only then can you hear the “great” in great music and all the lovely sound effects that make up the richness of sound recordings.

So, that brings me to Ray Dolby’s obsession – “everything that goes”.  Here is our Helicopter Hovers song with sound effects.  First, read the lyrics and then hit the play button.  Jan and I wrote it because there weren’t any trad. songs about helicopters.  We put in the panda reference because our local zoo in Adelaide had just taken on two pandas, Wang Wang and Funi, and it was a hot topic in the media.  We figured lots of kids had been to visit them.  Hope you like it.

Helicopter hovers over the zoo,

See the pandas eating bamboo,

Lion snatches its meat with a growl,

Baboons scratch and let out a howl,

Otters are playing on the waterslide,

Snakes are wriggling, then they hide,

Emu nods to kangaroo,

Helicopter hovers over the zoo.

Helicopter Hovers (c) 2010 Musical Child all rights reserved

Helicopter Hovers (voc)

If you want to use this song you can buy the activity sheets with lyrics, backing track and vocal track – Helicopter Hovers or a whole lesson plan packed full of songs on the theme of transport – On the Move in our webstore.

Kindergarten music lesson plans

kindergarten music

Sing and Play Book 2: Singing in My Heart

Short on time?  Here are 20 proven kindergarten music lesson plans ready to go . . .

Your children will love these engaging kindergarten music lessons. In every lesson they are active as they play instruments, move, dance, dramatise and learn to sing new songs.  Each kindergarten music lesson follows the same format but with different songs.  For example, after we do a body percussion song, we always do a finger play.

Click on each lesson plan title to read the playlist of songs or download the lesson plan.  If you want a complete program of lessons to last for a year, download all 20.  (See more on discounts for buying a complete music curriculum.)  This is what one teacher wrote:

Hi there! Yes! I’m from Spain, I Run my own business, a nursery School where we teach English through Music and movement. I love your Lessons plans because They are easy to follow and They organise my time!! I usually teach vocabulary with your songs.

Maria Prieto Martin, Causeway Academy,

This is a complete curriculum. There are ten kindergarten music activities:

body percussions; finger plays; memory songs; rhythm instruments; melody and harmony instruments; horse-riding songs; drama and movement; games and dances; story songs and social conventions.

Each activity develops one or more of the following musical skills:

listening; moving; singing; playing instruments; improvising

Each activity develops one or more of the following musical concepts:

rhythm; pitch; melody; harmony; timbre; texture; form; style; and expression – made up of tempo, dynamics, articulation, interpretation.

Within each lesson, the songs have been chosen to interact within rich driving social and environmental concepts:

  1. Farming practices and farm animals: Beautiful Farm
  2. Food: Cooks in the Kitchen
  3. Unexpected occurrences: Surprise! Surprise!
  4. Seas and Oceans: Over the Sea
  5. How to amuse yourself: Holiday Fun
  6. Different aspects of the body: My Body
  7. Insect and hygiene; Shoo Fly Shoo!
  8. Various emotions: In My Heart
  9. Observing and caring for animals: Be Kind to Animals
  10. Use of and care around candles: Candle Burning Bright
  11. Coordination within dramatic play: New Games to Play
  12. Consideration of consequences and problem solving: Uh-oh!
  13. Observing animals’ movements and habitats: Birds and Animals
  14. Raising resilience and overcoming fear: Fun and Adventure
  15. Sleep: Are You Sleeping?
  16. Variety in animal form and behaviour: All Kinds of Animals
  17. Bravery and skill: Brave and Clever
  18. Transport – ways of moving from place to place: On the Move
  19. Christmas season: Christmas is Coming
  20. Christmas Day: Christmas is Here

These kindergarten music lesson plans were written by Carol Biddiss M.Ed and have been tested and refined by the team at Musical Child Early Learning through Music. 

Music activities for preschoolers – 5 Quick tips

Finger Puppets LijaHere are five tips to literally put into the tips of your fingers so you and your kids will have fun during music activities for preschoolers.

After my mini-lecture two days ago, I decided to post something about music activities for preschoolers that’s quick and easy.  This is to remind us all to not take ourselves too seriously when working with little kids.

Thumbkin – remember to have a good intention or a “will to succeed” before you sit down for music time with your kids. To get them on your frequency, try singing Hello to each one by name.  They will be squirming to have a turn – Hello Song.

Pointer – remember that it’s OK to engage in direct teaching as long as you don’t do it all the time.  So you can tell them, “This is how we do the actions.  I’ll do it, now you show me.” Try a body percussion – Shimmy Shimmy Cocoa Pop.

Tallman – remember to get up and stretch, wriggle, jump around for a few breaths, music lessons aren’t just about sitting on the floor concentrating the mind.  Music works in the the whole body so don’t be afraid to stretch out and move.  Try a dance or drama game – Dog Jumps through the Window.

Ringman – remember to touch the sensitive soul of the child with poignant melodies, soft lullabies and beautiful orchestral or instrumental music.  Try a relaxation with gentle music – Tafta Hindi.

Baby/pinkie – remember that preschoolers are not officially “in school” and they need to be treated with tender loving care. If the lesson or session isn’t working to your satisfaction, maybe it’s you that needs to change because in many ways they still need lots of leeway and understanding.  Maybe it would be good to have more playtime today – so instead of struggling on with a full music lesson, sing a quick story such as Sing a Song of Sixpence followed by a Goodbye Song and let them run outside.

So those are my quick tips about running music activities for preschoolers.  To see complete music lessons that worked for us click here.

 

Hip hop for preschool

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Want to liven up your preschool music lesson? Try a hip hop activity.

Here’s a loop-based track and “homie”activity we do to keep our preschool kids on their toes.  (Bonus points – it’s also great for rhyming and remembering which number comes next in the sequence just so’s you know it’s educational!)  The adults in the room perk up considerably when they hear the opening rhythms and the children look at each other as though to say “This is going to be good” as soon as they register the sound effect of breaking glass.  The best sign of all that it’s going to keep their interest is that people of all ages start moving.

You don’t have to feel like you’re a great singer to perform this to your kids.  You can rap it so don’t be afraid to get into the “down-home” mood and enjoy yourself.

When Billy Boy Was One is a body percussion activity designed to balance and centre the children at the start of a music lesson.  There are changing actions for each verse but at the chorus, the arms fold across the body, fingertips touching the shoulders on the lyric “Cross” and then unfold and touch the knees on the lyric “down”.  This engages the left and right brain, left hand to right shoulder and vice versa.  The other action that crosses the mid-line is clapping when each palm comes in contact with the other.  Simple but wonderful and an ancient human pleasure. By the way, when you hear the “kapa-kapow!” sound  effect at the beginning and end of the track, strike a pose like a rapper.  They’ll love it and some kids will want to show you their special moves.

Buy this activity here today When Billy Boy was One and use it immediately with your kids. It’s sure to become a favourite and then you can share this post with your friends.

Here’s short sample for you to hear. When Billy Boy Was One Preview

Share other great rap song for kids by writing in the comment box.

Pre-primary music currciulum in Namibia and South Africa

bs-1-boy-castanets-hard-cut-outWelcome to all of you who love teaching music to young children in Africa.

I have been surprised and delighted by the growing number of educators in Namibia and South Africa who have discovered and embraced the Musical Child curriculum in recent months.  I must thank those of you who network and disperse information so generously by word of mouth and through newsletters.

It is incredibly humbling to have our resources  valued in the cradle of human culture where music is in the very blood.  Years ago in the 90s, when I was working as an academic in the University of South Australia, an opportunity arose to write curriculum materials for the South African schooling system.  I refused to write a word, removed as I was from the people for whom it was intended, people who lived and sang and danced in the very heartland of World Music.  Ironically now I find that our songs and activities strike a chord.  I feel truly blessed.

I hope that this trend continues and that those of you who belong to professional associations are able to share your experiences and make sure that all of the naturally musical children in your care are nourished artistically throughout their early childhood. Please feel free to use the comment box below to let everyone know how you run your music sessions.

Several years ago when we were selling our large printed kits, we sent some to a kindergarten teacher in Pretoria.  That proved costly because they were over 2 kilos in weight. Now we are able to sell directly off the website  and provide a much more timely delivery without all the postage expenses and waiting time.  Email me on the Contact form with any inquiries as to how it works.  Or click here 40 Music Lesson Plans to see the whole range.

Full music curriculum for 1-3 year-old children

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Bounce and Sing 1: Bouncing All Day Long – Lesson Plans 1-5

Would you like a music curriculum for toddlers for a whole year?

We’re so pleased to be able to announce that our full year-long music curriculum is now available online for the 1-3 year-olds.  The Bounce and Sing program in it’s entirety provides you with four half-semesters worth of music activities all programmed into lessons that run for two-three week blocks. You’ll find all 20 lesson plan titles here.

A whole lesson plan will save you valuable preparation time, and having all 20 on hand would set you up for years!  This is the final form of the program we developed and refined in community classes and child care centres over thousands of hours.

Our music curriculum consists of four courses:

Bounce and Sing 1: Bouncing All Day Long – Lesson Plans 1-5

Bounce and Sing 2: Bouncing on the Bed – Lesson Plans 6-10

Bounce and Sing 3: Bouncing Up and Down – Lesson Plans 11-15

Bounce and Sing 4: Bouncing Kangaroos – Lesson Plans 16-20

Our preschool music curriculum

We also have another full-year music curriculum called Sing and Play for the 3-5 year-old.